Books

As a part of driving the mission of the UTLO, we are continuously involved in the publication in a number of books. A list of books are available below:


Teaching & Learning in the College of Management Studies: Shared Approaches, Lessons & Good Practices

Compiled and Edited by: Kriben Pillay and Fiona Farquharson - Foreword by: Professor John Mubangizi

Published: October 2014

Synopsis: "This volume is a timely addition to a growing literature and scholarship in teaching and learning in what may be referred to as the professional disciplines and programmes. The range of chapters provide a mosaic of theoretical and practical reflections: from pedagogy, assessment and issues of access; to practitioner research in management and related areas. It should be read by all academics who are involved and interested in advancing student success through innovative curricula and approaches, and will no doubt inspire further research ideas." - Professor Renuka Vithal, DVC: Teaching & Learning

Click here to Download e-Book (PDF).


Funding Higher Education in Sub-Saharan Africa

Edited by: Damtew Taferra - Foreword by: Philip G. Altbach

Publisher: Macmillan - 2013

Synopsis: Drawing on in-depth, evidence-based research from nine countries, this volume sets out a comprehensive analysis of financing patterns currently being adopted by institutions across Eastern and Southern Africa to help accommodate the rapidly growing number of enrollments and massification of education. This book makes an impressive contribution to two key areas of Africa's higher education development: a better understanding of patterns of funding and the need to improve deeper research on African higher education.
 


Alternative Access to Higher Education: Underprepared Students or Underprepared Institutions?

Edited by: Rubby Dhunpath & Renuka Vithal

Publisher: Pearson - 2013

Synopsis: In response to the access and equity imperative in South Africa, universities have introduced a variety of access programmes, the most common of which are the state-sponsored Foundation Programmes, the success of which has never fully been investigated to assess their efficacy and impact. Based on empirical work of acknowledged experts in alternative access and Foundation provisioning in South Africa and using the University of KwaZulu-Natal as a case study, this books shifts the gaze, placing under scrutiny the question of institutional (under) preparedness.

Some of the main questions that authors ask in the book are:

  • Is the policy framework underpinning the post-secondary sector sufficiently coherent to offer a viable alternative access?
  • Have universities transformed their curricula and institutional cultures to meet the demands of a rapidly changing student body?
  • Has the increase in enrolments at universities resulted in a corresponding increase in graduations?
  • Could the investment in Foundation support be better served by rethinking the funding model, the programmes themselves and the students they are meant to serve in relation to the mainstream, since the “mainstream” itself is changing?

Archaeology of a Language Development NGO: Excavating Organisational Identity 

Author: Rubby Dhunpath - 2010

Publisher: LAP Lambert Academic Publishing

Synopsis: NGOs that provide alternative education and literacy development in response to discriminatory education systems are known for their contextually responsive interventions to counter the effects of structural inequities. This book documents the institutional memory of a South African NGO, the Environment and Language Education Trust (ELET), portraying two decades of its history through the eyes of key individuals. It traces the multiple internal and extraneous influences that shaped the NGO?s mutating identity as it negotiated the challenges of an unpredictable NGO climate and volatile political regime. The book interrogates the potential of an institutional biography as an alternative evaluative tool,finding that while ELET has been complicit in allowing its mission as a counter- hegemonic agency to be undermined by its submission to normative, coercive and mimetic isomorphism, it nevertheless demonstrates agency to innovate rather than replicate, benefiting from astute management and a vigilant quest for home-grown intervention programmes which helps it redefine what constitutes emancipatory literacies in a developing country.


Life History Research: Epistemology, Methodology and Representation

Editors: Rubby Dhunpath & Michael Samuel

Publisher: Sense Publishers - 2009

Synopsis: Much has been written about lifehistory research in recent times. It has been paraded as a counterculture to the traditional research canon, and celebrated as a genre that promotes methodological pluralism. However, lifehistory researchers have an obligation to transcend spurious claims about the perceived merits of the methodology and extend the debates around how the genre simultaneously problematises and responds to the competing challenges of Epistemology, Methodology and Representation. In conceiving of each of the chapters from an epistemological perspective, the authors focus on how their individual work has crossed or expanded traditional borders of epistemology and ontology; of how the work has satisfied the rigours of thesis production and contributed to changing conceptions of knowledge, what knowledge gets produced and how knowledge is produced when we make particular methodological choices. Since any methodological orientation is invariably selective, and the researcher is always involved and implicated in the production of data, the authors focus on what selections they have made in their projects, what governed these choices, what benefits/deficits those choices yielded, and what the implications of their research are for those meta-narratives that have established the regimes of truth, legitimacy, and veracity in research. Knowledge production is inextricably linked to representation. In the process of articulating their findings, each author made particular representational choices, sometimes transgressing conventional approaches. The book explores why these choices were made and how the choices influenced the kinds of knowledge generated. The book provides theoretical justifications for these transgressions and reflect on how the experience of representation helped disrupt the authors' essentialist notions of research production and for whom it is produced. This book is not another celebration of lifehistory as a counterculture. The book hopes to be a deeply critical contribution to disrupt notions around epistemological authority, voice and power and how these are mediated by the delicate relations of the researcher and researched. The problematises and complicates the assumptions that frame this genre with a view to highlighting the potential hazards of the method while demonstrating its potentiality in shaping our conceptions of Ethics, Methodology and Representation.


Researching Possibilities in Mathematics, Science and Technology Education

Author: Kgeti Setati - Editors: Kgeti Setati, Renuka Vithal, Cliff Malcolm & Rubby Dhunpath

Publisher: Nova Science Publishers Inc. - 2009

Synopsis: Mathematics, Science and Technology Education (MSTE) emerged as a research discipline in the 1960s, and continues to reflect the distinctive flavour and character of its roots in Western societies, and science. In this mode, often based on positivist frameworks, research environments are characterised by idealised environments, sanitised research conditions; depoliticised neutralised data and contested analyses. The book arises from needs in the mathematics and science education research community in Southern Africa for a methodology text that is responsive to rapidly changing educational environments; and to the challenges and possibilities of research in contexts characterised by inequality, diversity, poverty, violence, the particular history within which research takes place, and the consequent ethical and socio-political considerations.The book also acknowledges and works with the practical and political realities of education and schooling in much of Southern Africa, where schools are often poorly resourced and communication with them is often difficult, and where research methodologies and ethics have to take account of the complexities of school operations and school-community relationships. The book does not aim to position itself as a counterpoint to 'conventional' research methodologies. It aims to build on the established base of mainstream MSTE and seeks to elevate and widen the debates, raise methodological issues, and offer innovative possibilities and pedagogies.To this end, the chapters present theoretical, meta-level reflections on issues in research design in the fields of mathematics, science and technology education. In this shift of focus, the book draws on a number of fairly recent research approaches. These include ethno mathematics, cultural studies in science education, place-based education, community-based education, environmental education, socially critical theory, and education for social and economic development.


Learner-Centered Science Education

Author: Cliff Malcom Editor: Rubby Dhunpath

Publisher: Sense Publishers - 2008

Synopsis: This book arises from the author's experience of the South African science curriculum development and teaching since 1994, exploring definitions of science and approaches to science education appropriate to a newly liberated developing country. Each of the 50 chapters is borne out of Cliff Malcolm's close relationships with communities in SA where he obtained deep insights into their attitudes to science teaching and learning, providing him with an empirical basis to challenge tertiary institutions to transform their curriculum offerings to embrace the culture and world views of African students. The author makes a compelling case for the evolution of relevant science teaching and learning that provide 'capital' for indigenous knowledges. The book has relevance also to first world countries, because the social and educational problems facing South Africa, though starker here, are present in all countries. The book addresses, among others, the nature of scientific knowledge and knowledge productiona; how scientific knowledge can be accessed and represented; what counts as legitimate scientific knowledge in the South African context of colonization, liberation, inequity and African belief systems. The book extends the debates on "African" Science, and offers ways of talking and writing about science that reframe it, acknowledging problematics and pluralism, offering ways of bringing Western and African thought together. Using a richly descriptive novelistic style, the author sketches vivid portraits of his research sites, participants and experiences. His vignettes are embedded in deep theoretical insights, lending gravity to the development discourse in science education, providing a coherent language for the transformational agendas of science educators committed to the project of social justice through a relevant science.

 


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